IMPACT OF 5Es PROBLEM-SOLVING MODEL ON SCIENCE PROCESS-SKILLS ACQUISITION,PERFORMANCE AND RETENTION IN CELL PHYSIOLOGY AMONG SECONDARY SCHOOL BIOLOGY STUDENTS
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Introduction
Science and technical education are foundations for sustainable national development as they protect human societies from ignorance, illiteracy, disease and poverty. According to Omiko (2015), the use of science, technology and productivity are often to describe the level of development of a nation. In a statement by Okoli (2005), whatever plans that are made towards national development must include science education as an integral part of the school curriculum. In fact, Usman (2008) posits that people live in a world where science and technology have become integral parts of human culture and any country that overlooks this significant truism does so at the risk of remaining backward in an advancing world. Hence, Omiko (2015) concluded that no nation can make appreciable progress in terms of development without correct scientific base. Science has been defined by Pearson Education (2003) as knowledge about the world especially based on examining, testing and proving facts. According to Rao (2007), science is the system of knowing the universe through data collected by observation and controlled experimentation. 20 The National Policy on Education (FRN, 2013) sets as a goal for science education in Nigeria that government shall popularize the study of science and production of adequate number of scientists to inspire and support national development. Based on this policy, Omiko (2015) deduced that the aim of science and technology education is to inculcate science and technology in the thinking and working processes of the society in order to create science and technology culture. Science subjects offered in the Nigerian Senior Secondary Schools as recognised by the West African Examinations Council (WAEC) and the National Examinations Council (NECO) in their Chief Examiner’s Reports include Biology, Chemistry, Physics, Physical Education, Agricultural Science and Health Education. Biology is one of the science subjects that occupy a significant position in the senior secondary school curricula. Okenyi (2015) defined it as a branch of science that is structured to equip students with knowledge of life processes and phenomena of living organisms. Biology plays a vital role in providing knowledge of relevant concepts about living things and developing scientific skills and attitudes. Ibrahim (2015) further stated that Biology is a subject specially designed to provide students with skills and attitudes of caring about themselves, other organisms and the environment. In fact, Ghumdia (2017) stipulates that when the knowledge of Biology is acquired and applied in any 21 society, it can bring about rapid and sustainable national development. To further emphasize its significance, Lawal (2010) stated categorically that a credit pass in Biology would determine to a large extent whether or not a candidate could be admitted to read a number of major professional science based courses at university such as Human and Veterinary Medicine, Pharmaceutical Sciences, Agricultural Science, Nursing Sciences, Biochemistry, Biotechnology, Bioinformatics, Forensic Sciences and to mention a few. This is perhaps why the Nigerian Educational Research and Development Council (NERDC, 2012) noted that the science subject is required for everyday life especially on matters of personal and community health and agriculture. However, contrary to the stated objectives of science education in Nigeria and despite the importance of Biology as a science subject, empirical studies such as those of Etobro and Fabinu (2017) and Adegboye, Ganiyu and Isaac (2017) have shown that students still perform poorly in Biology at Senior Secondary School level. Lawal (2010) reported that Biology is one of the science subjects having downward trend in the performance of students at Senior School Certificate Examinations (SSCE). In fact, the failure rate in Biology is even more alarming compared to Chemistry and Physics despite its popularity among science students. In agreement to Lawal’s position, Timothy (2013) noted that a review of students’ enrolment in science subjects at 22 senior secondary schools in Nigeria shows that more students register Biology than any other science subject but their academic performance in the subject is comparatively lower at SSCE.
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